Fabulous Artisan: October 2014

Lesson Evaluation

Learner Group

The lesson was delivered to a group of Adult Learners, with diverse life and work experience and of mixed gender. They all have completed Third Level Education. They were sympathetic learners, whose age range is from mid twenties to sixty. I was aware that Adult learners expect to be taught, and to work hard if required.

Type of Teaching that occurred

I believe I delivered the idea that;

Everyone can join in and create this type of Building (Traditional Timber Frame Construction). I showed them images in order to understand the Learning Objectives with the first slide ;

Understand Post& Beam construction
Identify the process in old buildings
Identify the tools involved
Be aware of the types of timber
Be aware of the Personal& Social benefits that the process brings.

I believe that having a Lesson Plan and structure enabled me to stay within the allocated time constraints, and that my points were clearly delivered. I was well supported with many and varied resources. However, I was weak on the type and variety of tasks I planned for learners along with what I believe now to be a weak Teaching Strategy.
Teaching
When it came to the core of Teaching and its delivery I believe I delivered well on content, aims and had a clear delivery of Lesson Objectives at the start. These 5 points were made on the first Image of my PowerPoint presentation. I also believe the lesson was delivered in an instructive way with plenty of explanations and adequate demonstrations, with sufficient questioning of learners throughout.

Notwithstanding these good points I was low on deliver of Learning tasks and corresponding work groups i.e. no hands on delivery for this. Should the opportunity arise again I would get the learners up to handling the resources. I also believe I had no plan B when it came to teaching strategies or various teaching method approaches. It was my approach without any reference to any other professional delivery. Sometimes there are limits in a Micro Teaching enviornment to the level of teaching aids with time and Health and Safety restrictions.My ending of the lesson could be better as I did not review the Lesson Objectives, neither did I recap or summarise. So plenty to amend and bring on board. Nevertheless I kept a good pace and use of time. I also Had a first rate combined use of a Story Board, PowerPoint and other resources, i.e. books tools and timbers. I have also taken in the need for a scale model of at typical joint in the structure, that learners would get to handle during the delivery of the lesson

Classroom Management

It is relatively easy to control a group of willing learners as was the case for my delivery. By being organised it made the issues of encouragement and 'vigilant of learners needs' very easy. Therefore it follows that there was a high quality relationship with my learners on the day. Perhaps my transitions from Introduction, to the main Body of teaching then on to Summary could be improved.

I only paid a cursory acknowledgement to assessing the group and have much to learn and develop in relation to this. I did not set any expectation for the learning levels, due to the quality of learners-- In future I could, perhaps start off with a Quiz on paper in Groups. My lesson closure could do with developing, i.e. recap the Lesson Objectives.

Nonetheless my enthusiastic delivery and receiving of same more than made up for the various weaknesses coupled with excellent subject knowledge ensured a good imparting of my Lesson.

Learning Barriers

I did not have many barriers to learning from the group. I was rather apprehensive beforehand due to fear or ICT not working. My plan, to have a Story Board alongside the PowerPoint presentation worked well. I delivered with good clear verbal, visual and physical communication. The story board was partly delivered in the Style of a Mind Map/ Cycle (Petty, 2009, p. 127) The lesson was delivered cognisant of Maslow's Triangle; Hierarchy of Needs (Petty, 2009, p. 55). I found that the Learners were open and appreciative of my subject. I understood that a diverse group like this did not have much precise subject knowledge, but they were eager and appreciative learners. I believe I delivered in a modest way and explained the language of my subject clearly and slowly to include all levels.

Teaching Strategies

The teaching Strategy that I employed was a Question and Answer approach. This strategy was guided by a pre-selected image order, with delivery and questions loosely following the photographs displayed on a Story Board and PowerPoint. I built on knowledge of this subject within the learners by connecting with a general appreciation of the subject and readily recognisable tools and language. From this point I developed and informed the learner, and hoped to progress and add to their appreciation of my craft. This was done by showing contemporary images that brought the craft to a very modern and believable point. I hoped by showing my examples, and other approachs of this craft, that the low level expectancy of experiencing this skill was lifted, and made accessible for all to enjoy and feel they could take part in some or all of the process.

To add to this approach, there are three approaches to Strategies as outlined by Rees and Walker (2007 p107). A large Group, A small group and Individual. I will refer to a small group as this was the case on the day. Strategy’s include;

Seminars; with students involvement in Small groups can afford effective interaction and learning . This could apply when you present the subject before hand and ask them to research , could be fun!!

Workshop; usually very enjoyable for learners, as it appears real. This approach could be incorporated into my lesson but is best suited for the subsequent Lessons(5)

Gaming/Quiz; Students usually enjoy these. This approach could well be used with my delivery in the form of a printed questionnaire for Groups/ Individuals.

Brainstorming; Perhaps a good group approach which could be used to develop the style and shape function of a proposed structure

Buzz Groups; In my case this could be merged into the above category, where you have several groups coming up with ideas.

Field Trip;Can be a very valuable and rewarding experience. For Post and Beam I highly recommend it.

Rope play; specific to another discipline perhaps not for the skill delivery I intend, other than lead by example.

Ice Breaker; If used with care in a non threatening way, this type of approach could establish a good group identity very soon. I might use an approach like this when delivering the subsequent Lessons.

Simulation; Could be used as perhaps the only method to get students to appreciate the real situation. In my situation I could perhaps get the group to assemble the Teaching model/Aid and handle a scaled down version of a Mortice& Tenon joint

Case Study Take a lot of preparation, that brings realism into the lesson. Perhaps could be used to pland a structure with different needs built in

Methods of Motivation

I am aware of and follow the code of ethics as described within CODE OF CONDUCT FOR TRAINEE TEACHERS (Peace M, Programme Director). With this in mind, the main method of motivation was delivered through my love and enthusiasm for the subject. I encouraged learners with positive responses to their answers and making the subject believable to all, with examples given. I believe that by raising the learner’s expectations and making it believable I increased the motivation to learn more, and galvanise the desire to get involved with the process . Several learners approached me post delivery and said they would love to have a go with the subsequent Lessons. My approach to motivation is well documented by (Petty, 2009). It is rather poignant to read about a prisoner smashing his sell up to get a further sentence in order to finish a cookery course

Assessment Methods

This was done through a Q&A approach. I relied on our course Tutor for my feed back regarding the session. I plan to have a questionnaire that is well taught out and topic specific, for the next teaching session . It would perhaps be delivered in small groups and allow three minutes for the task. I mistakenly thought that with enthusiasm and solid delivery there would be little or no need for assessment. However on reflection and a good critique I now know differently . A questionnaire with labels and parts for recognition could be in order ,in conjunction with The Teachers Aid model building and an example of some joinery in scaled down form.(Petty 2009)recommends consulting widely after the delivery and suggests that it would be most useful and rewarding to both teacher and learner. He mentions the learners’ appreciation in being consulted and the economic cost comparison between being trained and not.

I am aware of learners need for continual education and accreditation irrespective of the subject, At present Iam graded to NVQ Level 3, in this subject and partially graded for assessing at that standard. For future delivery I plan to complete the assessor course and then can deliver an accreditation at this level

Professional Standards (Life Long Learning UK, 2007)

AP1.1 Encouraging all learners through recognising individual motivation, experience and aspirations, when I give a Lesson.

I believe I delivered on this

AP6.1 Conform to all statuary requirements and apply codes of practice to Post & Beam construction.

I realise that I have to improve on this by delivering on Health and Safety. I failed to do this. I have started research via H&SE for information leaflets on specific tool handling

BK2.2 Ways to encourage motivate and encourage active participation of learners and learner independence, in lesson through Image discussion.

I have acknowledged this weakness earlier

BS 5 Using a rang of learning resources to support learners, using ICT, story board, tools& materials.

I believe I delivered on this, but I'm aware I can up my delivery standard.

AS 2 Learning its potential to benefit people emotionally, intellectually, socially and economically, and its in contribution to community sustainability. This will be demonstrated through ease of construction of these beautiful structures. Ibelieve I delivered on this in a good way

Resources

I delivered with several types of resources for the learner. In addition to those mentioned previously, I had a comprehensive portfolio, various books, one appropriate brochure and all essential tools. I would like to have had more timber available. In addition to these I would next time have various examples of the different woods on show for the learners to touch and smell. Something for the future!!! Thanks to (Carries & Natalie)